The Student Inquiry Process

Exploring
Initiating inquiry, choosing the topic, developing questions
AS LEARNERS OF INQUIRY, STUDENTS...
• explore topics that are related to the selected
curriculum concept(s) using a variety of resources
• use prior knowledge to connect to unit of inquiry
• wonder and ask questions to push their learning
further
• sort, prioritize, and re-frame questions, to
determine the focus (‘big’) question that they wish
to pursue
• share their thinking and questions with peers and
teachers
• make connections between current and previous
questions/answers
• discuss possible ways to learn more
• make predictions about possible outcomes or
answers
AS PARTNERS IN INQUIRY, TEACHERS AND
TEACHER-LIBRARIANS…
• introduce selected curriculum concepts to students
to build on prior knowledge and engage in deeper
thinking about the topic
• strategically model wondering and making
predictions; encourage questions and
acknowledge quality of questions being asked
• listen, observe, and talk with students to assess
interests, knowledge, and needs
• provide additional information about the topic for
students with limited knowledge or experience
• dialogue with students about ways of learning
more about the topic
• value student thinking
• encourage/model accountable talk and provide
time for student talk
• give descriptive feedback to students to develop
rich inquiry questions
AS LEADERS OF INQUIRY, TEACHER-LIBRARIANS...
• encourage students to be curious and excited about
the topic of inquiry by providing a ‘spark’ for it, e.g.
books, websites, primary source documents, movies,
databases, artifacts, trips, experts
• assist students with asking good questions and inspire
them to want to ask questions (through
questioning/thinking activities and picture books)
• assist students with brainstorming, sorting, and
evaluating questions, ultimately choosing one to be the
focus question
• generate vocabulary lists related to the focus question
and discuss meanings/connections
• model/teach students how to make their thinking
visible
• document the questioning and learning process
• support teachers when using inquiry method to
develop effective assessment strategies, curriculum
goals, and cross-curricular links
• create a collaborative virtual space to share
questioning and build the inquiry 24/7
• network with other educators to share experiences with
this curriculum area/topic, and/or technology tool(s)
designing the plan, selecting information,
AS LEARNERS OF INQUIRY, STUDENTS...
• use a variety of strategies to select sources, access
information, check reliability, record relevant information
• gather information from a variety of resources (3+) across
multiple formats, e.g. encyclopedias, books, databases,
maps, atlases, ESRI Storymaps, video, archives, field studies,
interviews, media
• assess reliability of sources and cite accurately
• use appropriate inquiry and subject specific vocabulary
• demonstrate successful disciplinary thinking
• connect current thinking to previous knowledge
• clarify and extend questions
• talk about observations and thinking to generate more
questions
• record information and keep work samples
• determine whether data, evidence, and/or information is
complete for this inquiry
Investigating
AS PARTNERS IN INQUIRY, TEACHERS
AND TEACHER-LIBRARIANS…
• select the inquiry strategy focus depending on needs,
i.e. teachers provide questions and sources then assess
student analysis of information
• co-create “power” question criteria
• extend student thinking with open-ended questions
• introduce tasks using prior knowledge to generate new
ideas and explore questions and possibilities
• model how to read, view or listen to record with a
question focus
• model how to create, conduct and record interviews
• challenge students’ prior knowledge and beliefs
• model how to plan (thoughtbook-forward reflection),
observe, and reflect
• provide opportunities for peer and self-assessment to
refine or adjust initial plans (co-create checklists)
• encourage student sharing of ideas
• assess student success using disciplinary thinking
formulating the focus
AS LEADERS OF INQUIRY, TEACHER-
LIBRARIANS...
• model digital citizenship and ethical use of intellectual
property
• provide a variety of resources to support research and
model use of primary and secondary sources
• curate resources
• model use of keywords and search terms for searching
books and online sources
• model triangulation of sources to compare information and
determine consistency
• explicitly teach bias, point of view and perspective in
sources
• model information gathering from a variety of resources
• model different ways to organize research, e.g.
mindmapping, sketchnoting, thoughtbook, KWL, RAN
charts
• model how to determine information needed using thinking
concepts

• monitor and assess learning using inquiry journals, exit

tickets, conferencing, anecdotal notes and provide
descriptive feedback to support and improve learning

Reflection
& Processing

Adapted from the Getting Started with Student Inquiry 2009 monograph: www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentInquiry.pdf
Creating
FEEDBACK analyzing the information, evaluating ideas, organizing and synthesizing findings
AS LEARNERS OF INQUIRY, STUDENTS...
• identify important information or ideas in each source of
information to support conclusions of the inquiry using
disciplinary thinking concepts and criteria
AS PARTNERS IN INQUIRY, TEACHERS
AND TEACHER-LIBRARIANS…
• model the disciplinary thinking concepts
AS LEADERS OF INQUIRY, TEACHER-
LIBRARIANS...
• model ways to determine if enough evidence has been
collected from reliable sources to answer the inquiry
making and presenting, assessing product and process, communicating learning • use thinking concept criteria to identify how evidence gathered
• introduce new concepts, processes, and skills that
relate to the inquiry using disciplinary thinking concepts
question

AS LEARNERS OF INQUIRY, STUDENTS... AS PARTNERS IN INQUIRY, TEACHERS
• plan ways to express their learning
AND TEACHER-LIBRARIANS…
• facilitate discussions in which students make
• consider a variety of representations
connections between prior knowledge and new
discoveries
• articulate connections between prior knowledge and new
discoveries
• co-develop learning goals and success criteria
• answer and refine questions
• emphasize choice, differentiation and high level thinking
about the topic
• pose new, deeper questions for independent investigation
• challenge and extend students’ understandings and
• identify avenues for action and celebrate the learning
skills
journey
• provide opportunities for students to demonstrate the
• reflect on what, how and why learning happened by
progress of their inquiry
connecting to learning goals and success criteria
supports conclusion of the inquiry
AS LEADERS OF INQUIRY, TEACHER- • record information from sources in graphic organizers to
analyze, compare, sort, classify, and recognize patterns in their
LIBRARIANS... inquiry
• students to brainstorm multiple ways of sharing learning
• use mind mapping tools to create timelines, compare/contrast
that would optimise their inquiry
and sort information
• encourage students to consider their audience and purpose
• analyse sources of information to determine the importance of
when sharing their inquiry
an event, development or issue for individuals and/or groups
using disciplinary thinking
• facilitate the integration of technology by reflecting on
proven models
• think and use a variety of strategies to revise inquiry based on
new information, ideas and criteria
• foster metacognition, allow students to justify their sharing
strategy
• use evidence and data to evaluate and draw conclusions
connecting to big ideas and disciplinary thinking concepts
• collaborate with teachers to create appropriate assessment
of learning
• co-create criteria to form judgements and evaluations using
• assist students to review and analyze notes for
importance and relevancy
• encourage use of graphic organizers to organize,
analyze and think about their inquiry using SSHG
thinking concepts
• assist students with prompts to think about their
analysis and evaluation
• observe and strategically question students to clarify
and extend their thinking
• provide opportunities for students to demonstrate their
understanding, skills and new learning in a variety of
ways
• revisit initial questions and thinking with students,
providing opportunities to extend their inquiry
• show students how to interpret and analyze primary and
secondary sources
• strategically model ways to describe patterns, analyze, draw
conclusions to synthesize information
• co-create with students criteria needed to enable critical
thinking and to evaluate information
• model ways to include a balance of perspectives
• assist students in recognizing bias
• assist students to evaluate sources or information for bias,
credibility, accuracy and usefulness
• provide a variety of tools to evaluate sources
• incorporate the professional learning community to verify

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• encourage students to assess their learning and ways of
• self assess work using success criteria and disciplinary
learning by providing timely descriptive feedback
thinking to determine next steps of learning in an inquiry
• evaluate student learning related to curriculum
expectations
• plan, with students, alternative experiences or avenues
of inquiry to gain new or deeper insights
• create opportunities with students to celebrate the
learning journey
and strengthen information
disciplinary thinking, i.e. What makes something significant?
• match Web applications with student learning needs to
• co-construct success criteria with students to support • support students to cite sources properly
facilitate equitable 24 hour access
• use criteria to analyze inferences, information and judgements them as they complete inquiry tasks
made to determine if more information or thinking is needed
• create opportunities for teachers and students to self reflect
on the inquiry process • provide opportunities for self and peer assessment that
• evaluate sources of information for accuracy, credibility, bias revisit the initial engagement questions and reflect back
and usefulness on co-created success criteria
• allow for various and appropriate forums for students to
showcase their learning
• identify biases in sources of information and ensure a balanced • assess and evaluate student achievement based on
perspective conversations, observations and products
• provide ongoing coaching for students to apply their
understanding of digital citizenship
• use co-constructed inquiry success criteria to determine
improvements to notes, thinking, judgement or evaluation
• explore avenues to share student inquiry globally

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